Developing Support Worker Practice

Stage 1

Stage 1 develops student’s communication, delivery of person-centred care, and understanding of teamwork. Common health conditions and the principles of health promotion, wellness and enablement are studied.

Two work-based practice education placements aim to translate theory learned to the practice role of the student within the context of their workplace. 

Stage 2

Stage 2 continues to develop student’s knowledge and application of skill in areas of enablement, health improvement and wellness. Students study service planning and improvement, advanced teamwork, and communication in more challenging situations.

A work-based practice education placement develops the student role within their workplace in relation to their practical skills and competencies.

Qualifications

Certificate of Higher Education (CertHE) Developing Support Worker Practice is awarded on successful completion of 120 SCQF credits.

Diploma of Higher Education (DipHE) Developing Support Worker Practice is awarded on successful completion of 240 SCQF credits.

Learning Methods

Learning and teaching methods used within the course are creative, varied and designed to support the students learning experience.

All learning is delivered online through RGU’s virtual learning environment Moodle, where interactive resources and online classes are used to engage students in learning while working.

Problem and scenario-based approaches are used to develop the students’ cognitive skills and application of theory to practice. 

How long is the Developing Support Worker Practice course?

The Developing Support Worker Practice course can be successfully completed part-time in 2 years, in which the opportunity to receive the necessary skills are obtained.

Activity Summary

• Tutorial - 20 students per group, 3 hours per week. 
  Online tutorials occur weekly during semester 1, 2 and 3.
• Independent study - 8-12 hours per week during semesters 1, 2 and 3.
• Placement / Work Based Learning:
  • Year 1 – Practice Placement 1 (150 hours) and Practice Placement 2 (300 hours)
  • Year 2 – Practice Placement 3 (300 hours).

Independent Study 

This is a work-based course delivered over three semesters per year. Students will study all academic modules online. Students will also engage in work-based practice education placements. Throughout semesters 1, 2 and 3, with an expected notional student effort of independent study of approximately 8-12 hours per week.

Staff Delivering This Course

Students completing the DipHE Developing Support Worker Practice are supported by expert educators who have worked in both academic and health and care settings. In addition to their academic Course Team, students have full access to University-wide personal, pastoral and study support mechanisms, including Library services and Study Skills support. 

Students will undertake all practice education modules within their own employing organisation under the supervision of an appropriately qualified member of staff supported by the organisation's Practice Education Lead (PEL) or equivalent and a member of the academic team from the University. 

Assessment

Assessment reflects and incorporate work related skills for example case studies reflection and presentations. This approach enables students to contextualise and evidence achievement of learning relevant to their work role and workplace. Taken together, the learning and assessment on the course focuses on integrating theory into support worker practice.

Typically students are assessed:

Stage 1

• 3 Written assignments, including essay
• 2 Practical skills assessments

Stage 2

• 2 Written assignments, including essay
• 2 Oral assessments
• 1 Practical skills assessment

Feedback

We aim to provide you with feedback within 20 working days of hand-in for all written exams, coursework and practical exams. 

Placements

Completion of three Practice Education Placements is a requirement of the course.

The practice education modules offer the student the opportunity of experiential learning at key points throughout the course.

Students will undertake all practice education modules within their own workplace.

Outwith the practice education module period(s), the student will continue their role as a support worker.

Practice Education placements provide an opportunity for the student to transfer and contextualise their theoretical learning to practice and to develop the identified essential core practice skills and competencies required for the support worker role within their workplace.  

Job Prospects

Students will leave the course with a qualification: DipHE Developing Support Worker Practice and enhanced professional skills including communication, reasoning and practice skills.  

This advanced knowledge and skill can facilitate partnership working with populations, individuals and communities to promote self-reliance, health and well-being.  

This course provides an opportunity for employers to develop their staffs’ metaskills, required for their role and as they supporting Allied Health Professions, Nursing and Care staff deliver quality health and care services. 

Course Articulation

A distinct feature of this course is the articulation route to stage 2 of the BSc Nursing and Mental Health Nursing:

This course also offers an articulation route into Stage 2 of the Master of Occupational Therapy (awaiting final approval):

What is needed for a Developing Support Worker Practice course?

All students on the course must: 

• have two Scottish Highers or equivalent,
• be working in course-relevant employment for a minimum of 21 hours per week,
• be working as a support worker in an organisation,
• be supported by their employer. 

Applicants must demonstrate an appropriate level of academic performance, which would indicate there is a reasonable expectation they can achieve the standard required for the award.

Student applications must be supported by employer references. Non-standard entrants who do not meet the standard entry requirements may also be considered at the Course Leader's discretion. 

Alternative Qualifications

Alternative relevant vocational, professional and other qualifications for entry purposes such as SQA qualifications, SVQ/ NVQ, Open University qualifications, access and foundation courses will be considered on an individual basis.

English Language Requirements

Applicants whose first language is not English should have an IELTS of 6.5 overall, with no component lower than 6.0, or an equivalent.

We accept a variety of in-country and secure English language tests, find out more:

Please note, some courses may require a higher standard of English than stated in this page. Contact admissions@rgu.ac.uk for further information.

Additional costs

Partner employers commit to supporting students with time to engage in their online studies and to be supernumerary while on practice placement – both commitments may incur additional costs for the service.

A learning agreement between the employer and the student will confirm the employer's commitment to provide protected time to allow the student to engage in online learning, such as participation in online classes and discussion and provide access to the requisite IT hardware and software to facilitate this.

The employer will also provide distinction between the expectations, roles and responsibilities of the student while on placement and in their substantive role; and confirm the supernumerary status of the student while undertaking the practice placement elements of the course.